Illuminating Spatial Brilliance Through A Culturally and Linguistically Sustaining Approach to Formative Assessment

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Designing for Dialogue in Science Learning

Abstract

Our research intends to address a necessary gap in formative assessment, as its equitable implementation with diverse learners remains underexplored. In this case study, we examined how a science and engineering teacher’s Culturally and Linguistically Sustaining Assessment (CLSA) moves supported the multilingual girls’ spatial reasoning and design competencies during a collaborative robotics project, in a two week summer STE(A)M program. Findings revealed that the teacher’s CLSA moves supported the girls’ rich spatial reasoning as well as their multilingual, embodied, and collaborative practices. Furthermore, these insights demonstrate how formative assessment, when enacted through culturally sustaining principles, can reveal and amplify the brilliance of marginalized learners in STEM contexts.

Authors

• Shakhnoza Kayumova, University of Massachusetts - Dartmouth

• Akira Harper, University of Massachusetts - Dartmouth

• Esma Nur Kahveci, University of Massachusetts - Dartmouth